Warming-up and Reading
Teaching Goals:
1.Learn some new words and expressions.
2.Improve the Ss’reading skills.
3.To illustrate Ss’ imagination of future life
4.Know the more advanced forms of transport in AD 3005 and
the advantages and problems of life in the future.
Teaching Methods:
1.Inductive method
2.Pair work and group work
3.Illustration
4.Deductive Method
Teaching Procedures:
Step 1 Greetings and Lead-in
1．The teacher can start with daily greetings and try to lead in some words in this unit.
Q1: Where do you come from? Do you live in the downtown or in the countryside?
Is it a suitable location for people to live in?
What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)
Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles.
Q3:What other vehicles do you know?
carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
Q4:What means of transport do you know?
Car, bicycle, motorcycle, train, plane, Space craft
Q5:Imagine what the future means of transport will be like?
2. Conclusion
This unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life.
【設計說明】
由日常問候開啟話題，通過提問學生家鄉(xiāng)情況導入城鎮(zhèn)生活，引出不同的建筑材料及交通工具中的生詞；然后總結(jié)交通工具的種類來預測未來的交通方式，從而導入課文。
Step 2 Warming up and Pre-reading
Task1:Pair work
In pairs let Ss list the changes in transport, environment, education and housing will happen in the next century.
Present timeIn one Thousand Years’ Time
Transport
Environment
Education
Houses
【設計說明】
通過對交通，環(huán)境，教育和住房四方面的發(fā)展和預測讓學生發(fā)揮自己的想象力進入閱讀文章的處理學習中。
Step 3 Skimming
Task2:Skimming the text and try to find the answer to the question
Q: Which changes are mentioned in the text?
time travel ? transport ? air quality ? religion ? clothing ? eating ? houses ? towns
Task3:Prediction
Work in pairs and make a prediction.
Q: Which changes are good and which are bad?
【設計說明】
猜測是培養(yǎng)學生閱讀能力的方法之一，因此筆者首先提出問題引發(fā)學生思考，對未來生活的各個方面進行預測。其次通過快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對未來生活變化的描寫，培養(yǎng)學生快速閱讀的技巧與能力，并對未來生活變化的好壞進行小組討論，培養(yǎng)集體協(xié)作精神。
Step4 Scanning
Task4:Scan the text and find the answers to the questions.
Q1: How many people are mentioned in the text? Who are they?
Q2: When did the writer write this letter? And to which year did he travel?
Q3: Why did Li Qiang travel to the year AD 3005?
【設計說明】
通過跳讀文章了解了文章中的人物、時間、地點、事件、原因等關(guān)鍵要素，因此讓學生通過閱讀尋找上述要素，不僅讓學生的閱讀具有目的性，而且降低了閱讀的難度。
Step5 Reading for details
1．Before the journey
Q1: What did Li Qiang suffer from?
Q2: How did Li Qiang feel? What makes him feel better?
Q3: Where did they arrive?
2．During the journey
Q1: How did Li Qiang overcome the lack of fresh air?
Q2: How did the hovering carriage float?
Q3: How can a person move swiftly?
Q4: What were people doing there?
Q5: What happened to Li Qiang?
Q6: What is a “time lag” flashback?
3．After the journey
Q1: How did the author feel after visiting the special house?
Exhausted, I slid into bed and fell fast asleep.
【設計說明】
通過精讀課文，從事件發(fā)生的先后順序及地點轉(zhuǎn)換順序了解文章細致內(nèi)容，按照“時空旅行前，時空旅行中及時空旅行后”的時間線索來處理文章細節(jié)。在此過程中鍛煉學生精讀的閱讀技巧，處理文章生詞，并適當?shù)匾霂讉�過去分詞做狀語及定語的句子，為語法部分的講解作個鋪墊。
Step 6 Consolidation
Ask Ss to tell the following sentences are True or False (T or F)
(1) Li Qiang was worried about the journey, so he was unsettled all the time.
(2) Wang Ping is his friend who is also a good guide.
(3) His head ached because of lack of oxygen.
(4) Li Qiang lost in touch with Wang Ping, but he found him at last.
(5) Wang Ping’s mother was not friendly to him.
Suggested Answers: (1) F (2) T (3) F (4) T (5) F
【設計說明】
通過正誤判斷題來進一步讓學生來鞏固課文內(nèi)容。
Step7 Homework
Group Work: In pairs retell Li Qiang’s story traveling to the year AD 3008, either in writing or in speech. You may make use of the words and expressions you have just learnt.
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